d 
" 


or Fags “fas 
Oe Sh 


Return this book on or before the 
Latest Date stamped below. 


University of Illinois Library 


L161—H41 


A. L.. A. Professional Treining Section 


eee ee 


a 


Report of the Committee on Training Class Standards 


M, A. Newberry, Chairman 


Rena Reese 


Ethel Sawyer 


. bie = z= 4 if aie 
r 2 even Fe Ps Menen n ie sa a ee cae eee 
Ve mes — EPR, te ok tag oh fake tao 7 o 
‘ : a, Fe Sg el Ae tone ee, OR ON ad OY ie Cee ps oe aay oS 
ee ee BR ial 
| Peon” 
x = a5 Ae Oy eee me PS Aa LES tae 


a ee 


la 
Submitted July 4, 1624. 
TRAINING CLASS STANDARDS. 
v There have been, and are, so many agencies interested in this question of Train- 


ing Class standards, thet, perhaps, it will not be unwise to give a little time to 


a brief history and the relationship of these various bodies to it. 

1. - First of all comes the A.L.A. Committee on Library Training. The Training Class 
has been one of he thay subjects of interest to this committee. I received the 
greatest attention in 1917, when the special report of the Sub-Committee on Apprentice 
and Training Classes, under the chairmanship of Miss Tyler, was printed in full. 

2, - Next in order is the A.L.A. Professional Training Section, organized in 1909. At 
a meeting of the section, at the 1917 conference at Louisville, one of the most im- 
portant contributions to Training Class literature was, "Secondary FEducetion in Library 
Work" by Miss Jessie Welles. This sets forth the difference between the Training Class 
and the Apprentice Class, which before this time hed been treated practically as one. 
3. - In 1918 a Round Table of Training Class Instructors was arranged for by the A.L.A. 
Committee on Library Training. 

4, ~ In 1919 there was appointed a Committee of this Round Table to report on a stand- 
ardized course of training for apprentice classes. This Committee made its report 


aay 
yesterday morning. 


5.- This same year the "Committee of Five" began its work on a questionnaire to be used 
in its survey of library conditions. To quote from the report of the Chairmen in 119, 
' He fourth division, embracing the formation, training, control and welfare of tix 


ibrary staff, will include education and training." 


1 
6. s In 1920 the A.L.A. Committee on Certificat 


ion and Standardization was appointed, 


and Training Classes, of ceurse, are affected by the work of this committee. 


| 


i | ae eign abies Siveraay wee 


tas eae S AREY Heath ta lar ae er. eae ee gst 
wre? “ta molds ae 330g $ ak badvoradtit obosioye veneer ea oa | bet « 
3 ia > hay re oy - ear ose: 


eh ont? ofso8t « am * ot Foc ad Jon {thw $§ cee itzoq stat ah 


bat oe ' ane a Se 2 Maes 


st ot wibed evel 13% sane ‘Me qidinet date | © ait oe 
oe i “> Se a eRe ed BS as ie 


oo caddie 2.7 1 ae aia 


shes fs bas : Seen Sx oak ie i 


Sil 5 ; tly Pa ig cates ee 
‘Qh Famers felooge ai srontt Shicte ek ra 


mS : s a . ead 26 arr Ba saap et 


. 


wea ete = Sar Ren 


too % suiniae? fann: Sagstert i =a ont ed aoe 


hea 4 Reo aid a ‘ - “a #e spine Ce Hens 
ate 3 th Ome Je oa an sits yietnos "rer “as Po Siofgous: 


PR? 2 GS wt AAAS eye se Renae soe Cae ae 
spetdit nf soibsowbd yiabosoes” (sew wnetocad ft east 2 gntintot® ot oot? 


~) - 


TAN ge ty pete ¢ heater: Mc a 4, Fe Te 


ft? tooerted samevet?t if aft stent ek on nha waiter Siaest 


. atin 7 Eee aR oi e, at eS ee ei fae, re Teer ein 
a sd die ae . + 
; : ee £ . m4 

me ae yilaeissang botaesd naod fad outa 


Leith q ; Soa “5 tote . : ‘ 
‘ght A ote yd 26h beswetis ear atofouwent neat jutatey? 0 kee? P bw rs 


eis F 4 a 4 . ¥ < j. i d see 
Seige ag | NR Re BES ors pu “go Fig baa Re a ee Seg NOG al agit nea 


wits os 
eit & ae t9qe% oF sidaT taaet ated to oodd famed «4 — adel 
Lee “& ‘ide . 18 » r 


séiomss ela? laoesato 6 oitweugge et sakatons to 


ae 


ee 
So a a US See nite ese aee s. coe wong uty ce Geen pee Nee Wines é - 
a a? otheaitesus @ mo ede off tenia? ae ~~ sudsemeey” edt aoe | 


,wi nm? rewited? att to sioget sad ott ‘Sins of eemt Stine viordes to 
: <iq ovwihtor fas iovdeos 1. ae asiséerse eid siiiderdio 

gpa : rh - gana “- ore 

25 a 3 * igiekaba + bio noktioubs abisindé 

Seer td x : . "gop ts Fe iti dt - eee ere 


oisastbrabned? ee nok: bao bt2 


i | 
2a 


/ ‘About this time, too, the Carnegie Corporation became interested, but the Willismson 


Report paid scant attention to Training Clesses. 


7. - The next in order of errival is the committee of which I am chairman. It dates 


from the Hot Springs session of the Professional Training Section in 1923. 


8. - Before long came the announcement of the "pete nets of the Temporary Library 
Training Beard, which made a total of eight agencies interested in the Training Class 
as a part of the greater field of library treining. 

Tt was necessarv for our committee to come to an egreement as to the work 
to be done, and upon the methods to be followed. This was reached late in the summer 
for Training Class instructors, as well as others, enjoy vecations, and due to the 
fact that our committce was widely separated, correspondence wes time consuming. In 
en attempt to avoid duplicating work, a request wes sent to A.L.A. Headouarters for a 
list of the members of these various committees and agencies, and for a statement of 
their field of work. There has been correspondence with the Executive Secretary of 
the Temporery Library Training Board and the Chairmen of the A.L.A. Committee on 
Library Training, end the leader of the Round Table of Training Cless Instructors. 

The chairman set to work upon a tentative questionnaire, which grew to such 
a length that her courage failed. At the midwinter meeting, an opportunity to go over 
this tentative questionnaire with other Training Class directors brought out the fact, 
that not only were they unable to cut it down, but each head adeitionel topics. Tn 

> fact, it seemed to all a necessarv evil. This tentetive questionraire, incorporseting 


“A 


the suggestions made at Chicago, was then sent to the committee members, «nc 


WES 


was an exchange of ideas. In April a questionnaire was approved, es well as e letter 
. Library 
exffering to turn this over to the Temporary, Training Board. This offer was meade et 
& a 
piew York City. To quote from a letter from the Fxecutive Sécretary deted Apri} 29,1924, 


“the Board feels that it cennot assume the work at the present time, but considers the 


rt i ods dit 


oo gates nbedde alee 


eo 


ra 


Abb oF Aictiernat ie 7 ot i 


+8303 ATR 


+ egos < aki. Batr 93) 


COmt v0 ot —_ 


cana” ere asia sae os 


- 


# scri: so important that it should be carried on at the earliest moment possible.” So 


F ths Sub-Committee of the Professional Training Section set to work agein. 

A list of 20 libraries to which the questionnaire should be sent, hed elready 
veen agreed upon, and eerly in Mey, the 10 page questionnaire was sent in duplicate, 
with a two page letter of explanetion. To date replies have been received from ail 
but 6, altho one library, which had discontinued its Treining Class, sent back the 
questionnaire with a letter of explenation. It is upon these thirteen replies thet 

* this report by the Chairman is besed. Needless to sav, with the great distence betweer 
committee members, this report has not been submitted to them in time for comments. 
Altho thirteen Training Classes answered the questionnaire, practically none of the 
thirteen filled in every one of the eighteen topics, with their numerous subdivisions. 
Ti.is will explain seeming discrepancies in figures, altho, where percentages are 
given, the everage was compiled from such Training Classes as geve information on eacr 
and every one of the topics considered. 

Perhaps the next thing to consider is the WHFRE, WHY AND WHAT of the Training 
Cless, as worked out thru the questionneire. 

WHERE <- A study of census bureau population stetisties since 1900 in their relation 

. to librery training agencies, shows that in cities over 500,000 populetion Library 
Schools predominate, in cities of between 200,000 and 500,000 population Training 
Classes are most frequently found, and also in smaller cities where there hes been 
approximately a 50% increase in populetion since 1910. There are exceptions end 
lesan done each way. For instance, in the first group there are 4 Training Classes, 
anc in the second group two Library Schools. 

When considering the size of book collection in Libreries in 1923, Treining 
Clesses are egain found for the most pert in three groups: 1. - A very few in thor: 
with over 500,000 volumes, 2. - Most of them in libraries heving from 170,000 to 
490,000 volumes, and 3. - A few in those under 100 ,000 volumes. 

| Turning our attention to the number of agencies, such eas branches and sub- 


branches, where the library steff carries on the work directly, 4 groups seem best. 


ae 
ag Gs 
| i : 
SE 
sae 

or 

NE: 


Ce 


Cub 


9B! sont’ Bat gittez 


 aogsinaoteg oso .odt{a | sar Pd ‘whee gtimosa ; 
“s aaa 
Me miter tel emsy aa ax aafh aetieton? ini nor béttano ad 
PRIA OT as “Te TAP CA YE? STS gehh ek -<oitenes as tat seem 
fotvelcot tent at CHET 
mol catvuqog 090,008 meve saidta nF tat atte “é eokonoye 3 
A QLEi eet MOET slinteq OCO,008 hes 000,008 soucted to aad Ye ez Shahi 
Beod aut viet overly eattio voters ab oefs ‘bere afro vinous 
samlvquexs ots.onsd® OLE camden rottnbugor n nk tied ‘Ts 
ea ASigiot™ Boa axe: 
FALTL HLT goSAL ag 
ot ae Sk eae Ae Es 
eft (0, O82 ert 


aa her 


saan: ie 


-: 


fooet mesd oved rogiqey. oat: ar | snodsarhiane te ’ 


erie; bert att beunt nose tact. ae 


y } as 1 
* Reh 


I ew, 
BAPE ES 


hind “eB ans 


ahi 
hates 


2 ie 


mercer Bh, : 


4a 


= 


i. - Those libraries with over 25 such agencies. 2. - Those with 15-25. 3. - Those with 

10-15. 4.- Those with less than 10. The remarkable fact sbout these groups is thet, 

. for the most part, each city renks in the expected group in every table. The one cit 
which goes Mate tts regular group in book collection, fells below its reguler group 
when considering extension agencies. 

Budget material wes not available for very many, but of 7 libraries which 
conduct Training Classes, 6 have had more than a 373% increase in budget in the last 
five years. Tentative estimates of the cost of treining per pupil average #215. 

The conclusion, which.I draw from these facts and figures, is that the 
Training Class normally exists in the city with a population from about 200,000 to 
500,000, or in cities that have had a 50% increase in population in the last decade. 
Training Classes exist in libraries with between 10-25 agencies for the circulation 
of the book collection, which ranges from 170,000 to 500,000 volumes, or in librarics 
where library extension is about to be undertaken. Usually, also, there has been in 
the last five veers a goodly increase in the budget. 


To look at the other side of the picture, of the 13 eities which are over 


500,000 population; maintaining in their public libraries book collections over 


—_ 


500,000 volumes; and with circulation agencies numbering over 25; seven have Li- 
brary Schools located therein. Five of these may be said to heve developed from 
public library Training Classes. Two others are connected with institutions of 
learning, and another is working toward a Library School connected with a university. 
Two maintain Training Classes, and there are two Training Classes conducted in citive 

» where Library Schools already exist. 

There seems to be a norm of population, book collection end numoer of cir- 

Above this, there is the tendency to 


evlation egencies for the Training Class. 


© 
in 


develop the Training Class into a Library School, either in the Public Library or <n 
connection with an institution ef learning. Below this norm naturally comes the 
snprentice Class group, the training given will approach thet of the Training Class 


as the conditions in the citv and library apvroach those of the norm for the "reining 


) Class. 


Mags 3200? 0: = ger tee ono « 
$adqe at agen 2 a ants tured tot af iia 


" 


+ in ga od? -otder wrove ne 200g Bites 


=} 


quowy Teluget ste OS aed aifet sforteos too, toed a —- 


eit estenedtr ? = oud rota DA ag + 2, algottove tons 


feet aft a) Paybed af « Owes TTL ald a. eras stone Sit dred'® 


a - « ol ~s Py eve of 
BFS" sqareve -! fiqua tog gitintest ‘to $090 ant to antuntiae 


sb 
bey 
nie 
<> 
be 


ai aig SONNET fina ¢ etoat éeont not waab = doit 


PAY Ser eas 


od 080,008 fueda set? =o ‘aiestaabe rte, ade at agekes eter 
= aie Pad: : 

wolteleotis ott tO eoloneae ica npewiiod asie wor eens nt tetas 
sbeaedif ai <8 , Aenefor 000, 608 Bd 000, Off mov? Segre? sree -fots 
Sf mesd sar open? ,cele , yi level far ntestie af ox Seiede ok tel . es 
ae a die ae .tophud aut anf eRgorotd viboty # & 

1690 ete Aoiiw eaitée Sf eft To wuteid oft? to ohte tilde « 

vows sactteef ion toad esire<dt! biden «tod? ad gutndetaden i 

wil aed meyer 725 Pears sctktodmenm 23 ako rey 8 robtetvosts site baw 
erst of Bigs ad. Seman enortt Yo ove? nb avestt ‘bed 


fitent tiv beteonmpe eqa. suite on?®  Jeneeetd grote 


Sot gombe foor 168 wierd 8 Spend aebtrow oF 


goseef® granted” get 18 overt fete toeanth ; 


tage vieois 


—ai%, %@ sacmen hes mottaal feo ood ecoksatnqon %5 aon ode 


a? vonebnot off eg ore int ovods. went anieber ott 


In the normal Training Class greup every librarv maintains a Treining Class 
except one, which has until recently, and plens are afoot there for e Library School 
in connection with the university. Of these thirteen Training Clesses, two others 
elso report efforts at affiliation and cooperation with local academic institutions. 
This may mean the development of two more Training Classes into full fledged Library 
Schools. Where such plans are under way, there is reason, perhaps, for approaching 


the Library School curriculum, but elsewhere this is to be questioned. 


ony - In order tn get at the WHY of the Training Class let me repeat its norm. A 
city of from 200,000 te 500 ,000 population, e library with an adequete budget increase, 
and with ea collection of from 170,000 to 500,000 volumes, and a system of extension 

of at least ten branches: Manifestlvy it is the rapid extensiov of Facilitics served 
directly by the library staff which necessitates an increased staff. If the growth 

is gradual and the budget permits, Library School graduates can be brought in, if 
conditions are favorable, for instence if the library is comparatively near to Library 
Schools, or hes an attractive salary schedule. Usually the budget does not permit 
this, the Apprentice Class does not give the amount and kind of training necessary, 
and so there developss the Training Class. The reasons for the continued maintenance 
of the Training Class is the large turnover shown by the following figures. Of the 
two classes finishing in 1920 and 1921 over 65%, end of the classes of 1922, 50% 

are no longer in the local library service. These averages were compited from 


statistics received from 10 institutions. 


WHAF - If the Training Class develops because of the need for a staff to meet the 
rapid extension of the fecilities of the library, it would seem, then, that it is 
the duty of the Training Class to trein primerily for this work with the public, and 
only incidentally for the departments other than Loan. The Training Clesses, woich 
give figures on assignment of staff, report that the total number in the lest five 
years is 161, and of these, 145 are in work with the public, and but 1¢ in order, 
Catelogue or Office. Wow this ought to have @ decided bearing on the evrricyium 


offered. Instead of following the course set by the Library Schools, let the Tre ining 


erode ons i. ean ata 
eto bert Hand aie 
 Mewea. eghealt Lies eter easselo 5 


vet . sts 


sport tawt ai 
fs Yeager 


ie ~ aon 4 at aes _ n < & ‘ie 
Mmraissts Ts mohere a See , pote? OOD! 
emt 


mga Asay dag oe < Ps M oP an 
gotus Qieot ons of OF wisest tien 3 


; 
{ 
ft es % x « 7 a a i s he oe ne mt ”~ its Pie oy % Pi ie amy atta 5s caie r Let pier tt eet py 
B  Giake oe ae eee b i Peo cio A » rine 
i: , “xg footes yresiit , eterped tonbeel one 
honipi sein al BF ee: wey a 1 th 2. um aed ss eae SS ee. Tod ae | , 
reach? @t <4 #2 oh ii eonstent tot .eidereres 


o & i es a ‘ ra 

vi S Near He ore, ge “ af s . eget ye eet 

Tay iy WET ere saltrborlon went pe avidsagtte ae aad 

7 Ce wt. oe oe he os tes pe " oe A eer 4 eek sale a ee 
eVUBRtoson Farimiawt to helt bee Gree att aera toe aes anal 
iY DAB Nen att so anoeoos of?  ,seaFh 
Wee A ie 
Dyibes Spit i tin pete rae Pine Pole ek oat pe" . a . Seige at haa 
ots a ThE Cre tad ae iT} % 7 ‘rsocls Tease tire an eat ot? a eee lS 
oe ; ; ' = . i ie Ng 7 ne i ta 
- e . ‘ <t “ ie ns 5 wind we Oe boyy * 


vows TSO tere OSer at gn a 


ee i ee es fey 
‘Me b) a of hates Whe te af pit ee Geo gy wae ‘ - ’ 
af 7, Cat vot eee Alyow OF weed? ait 4 bo betdstton, oft ‘ a6 
r Sle he J 
ee ea: te x ie ard gard ek He sb nt) ye ear ‘, “~~ : oy 
SR go Deter yp ret ow wants ite Teme tg nea? of aeals arama 
od Me ee LDR, Tee ee on aaa 
iy 4 , Taek ook, SOO EEE Pi ie Ae 


ore ee Sik ie aly the me 2 ‘er ey he bs itl ’ 4 
a pe aaa MS Yotngw. Laced and 


ei iduq ort 


yy. 


6a 


“Classes plan their courses with the fact in mind, thet while e knowledge of the 

Af 

’ worlr of all of the departments of the library is necessary, most of those finishing 
Oo 


the course will work with the public, and after principles of loen, the ability to 
use the catalogue and the classification as tools, book knowledge is the most im- 
portant thing. In the Appendix containing information concerning curriculum, -it 
will be seen that by far the greatest number of hours is. devoted to Cateloging, yet 
but 6% of the graduates of the last five veers are working in Catalogue Departments. 
yy am not arguing against the inclusion of Cataloging in the Training Class curriculunr , 
but for « change of emphasis from the HOW TO MAKE to the HOW TO USE. 
It is exceedingly difficult to discuss Treining Cless curriculum, because, 
not only does the terminology and the grouping vary, but, also the method of approach 
to a subject pretty clearly defined. We need exact definition of terms used, and 
must consider very specific units. Then the filling in of ea questionneire on curriculvr 
ought to bring results which will be more intelligible end usable than the present 
one. Apbetided to this report is a table of information concerning Training Class 
evrricvlum, @s brought out by the present qtiestionnaire. It will prove the variation 
a 
end the difficulty, at the present stage of the investigation, of exact identification 
' of the animal called Training Class Curricyvlum. The very sending out of the question- 
neire tends towerd @ greater uniformity of Training Classes and four of the cooperatir= 
libraries acknowledge they have already been helped. 
The above facts are referred to the Board of Education for Librarienship for 
| consideretion, and the suggestion is made that it would be wise to develop uniform 
courses for certain subiects, such es reference, survey of litersture, periocicels 
and newspapers, cataloging, etc. Exceedingly helpful is the phrase of Dr. Leerrcd, 
used at Chicago, "constructive varietion", which would not necessitate & "sheer 
jmitation" or "rigidity" of courses, but which would levy dovm for us & besic covrsee 


in each subject, which each of us would give and increese as our needs demanded anc 


time permitted. 


a r cy ‘ rH rennes | —si att etree, brat 
. poo ees s Sgbowal af awed te studied ‘taatqoy sft wk vt 
ns ae a ae awat Sael. ott, to wath 
é eee Suulond ee ae 


-o* a Dd #3 eo TAS . ; t 
| we to boddom oft 4 » is vycLentmged 
m 1 : a4, P r Pit aa 
yah : = . at 5 TRA Gis . Y ia rig 
We 4 ~ s hoor ei Resi teh wiaaate ae 
# m tet Tie : r 
Saag” the: Wega SABE 
. not . Nay oh 
Se Se Sent 
; oe feet? sirtBes? test bere ie ger seme. 
» aloe evio aved vert 
. 3 oe i aaa ; 
sap emTed of to vivtag Se scoeks 
. ; P ‘ eae Cage 
: ‘ z q . f i - si 
a 4 - u , - " - . 
ve 4 aol swab Oe = we ~o lt qangoea ae. heey: 
e * 
ae : ' 3 
Ps 2 Tir * 
. eae a 
ee oe 
i ee a ee ee 
2 R Caan ie ee 
mee Bebe sesh : 


_ , 


f 


30 


As to the standards in the Report of the Temporary Library Training Board, 
apparently no one of the thirteen Training Classes for which quéstionneires were filled 
out, meet all of the standards set forth. These stendards serve excellently well as 
an outline for the rest of this report. Some will be elaborated. 

The first to be considered is LENGTH, and here I would repest what wes said 
at the cpen meetings at Chicago and New York City; thet length cannot be adequately 
stated in months. The questionneire brings ovt, for instance, that one "rainirg Class 
which more than meets the standard of six months, falls way below in the number of 
recitations required, while three others, which are below in the month meansure, heave 
over the required number of recitations. However using the statistics of 11 Training 
Classes which gave the same information the average in length is 6 months, the weeks 

£ recitation 24, the length of the hour 57 minutes, the everege number of hours of 

recitation 251, the averege number of hours of ‘practice 212 and the total numbér 
is 865 hours. 

As to ENTRANCE REQUIRFMFNTS, no Training Class admits without high school 
education, or its equivalent, plus an entrance examination; but, likewise only one 


meets the requirement of the Temporary Library Training Board. This one asks for two 


years of college work. Another has such a.supply of candidates that it practicelly 


meets the requirement, tho its minimum is that of the rest of the Training Classes. 
Of the eighteen Library Schools listed in the report, 16 apparently will 
admit, without examination, those holding degrees from approved colleges end univers: 


ties. Not so Training Classes, for 6 of the 13 require an entrance exeminetion in 


addition tothe degree. Some of these, however, are quite distent from Library 


Schools, and three of them report that no recruiting is necessary, es there ers more 
than enough applicants. The entrance examinations also varv. Only two demend a forélen 


language, and another allows a foreign language to alternate with a 200 word peper 
ong current topic. Of the rest, 3 effer one set of questis6ns, the others havin 
two sets,with general information, history, literature and current events in varied 


+ 


combinations. The questions also vary in difficulty. Those libraries which heve aw 


FY 
a 


Seif it ose: een a) et 
es its ai ot Sreatt relhl aa “abyatnate 


bad tyredate of fthe-< ; 


Bieg cor Sadie. Somer AE Breet 4 ae 


yiadevoeta 6% tomran ctages tars petit od watt fees eae ss 


Brats atieeey” eso Fact. aoc atest “401 te asia erebanme ten 


te godupe Oc? nt eafod wee aifyt sidront oer! brabaeta ont 


owed ,otaangem dagen edt af “afod ote » dotite exert anadt “othe: 


ap 3S eRseel tats ont nated Tomo sadobted igor % ou 


Ps eee gn od —e ‘ ska . : 5 
PaO IGS , ROCKO Y EE My reL if 
* 4 ‘ - = Z . 4 c eh 


Peenoe Salt suatti«apinas ceqts gatntont on BPH erat wm 


. 


wart aot atee ang ciat dee! gata jay © provdi vrswans? ont es 


walgeitowm fi ted? antebhioss. ‘to vices. f Hourg gar! rortionh 08 


yRowent? gataier? sit to tear oft Yo tadt af heypce cipim ett ort 
ify witneragas Of Peony er yeasts 
re 2 Fae fd ia af Fon a i Kory acs fee 4 


nt seltecieoms songaine ge 3 otthupet er ant a x0 sn sean 


[eR ape Fogteth othe ogs sever! oaods 2 ns 


cee es neues: af 3 abity 3003 en tect feoaot ad te 


- anebeat M aa aan go vind. geviee © nfs prc tanto soni ot 


rived grote ead peti ta top eto, 


ie 


catrat ob strove tera ‘bine exrtomesee ox 


t 


em ered dak te a9 bee rite pad? | neo ab 


8a 
excess of candidates, naturally, give the most difficult. However, many of the 


exeminations ere beyond the ability of the average high school girl, or eras the 
average eighteen year old girl. After all, is this not the ordinery fieid from 
which Training Classes ought to draw, leaving the college and university graduetes 
to the Library Schools, except where individual preference of student is for the 
local Training Class. 

The usual age limits would indicate this as our field, for 18 is the minimum 
given, except for four, weich range from 19-21, and where again either the supply of 
applicants is more than sufficient, or college work is required. The maximum age 
hes a tendency to be lower then that of the Library Schools, and in no instence does 
it go above. There is one whose maximum is 25, and three of 30 years of age. 

Typing is a pre+requisite for entrance to two, and is considered an asset 
ty others. Psychological tests are used by one Training Cless and are reported as 
having been used by two others. Petsonblitv tests ere universal. Interviews with 
the director, and often with others of the staff, are used as a check on the 
personality of candidates. Practicelly all Training Classes consider other ex- 
perience; altho one comments, "Everything helps except teaching.” 

Pwo have demanded a health certificete in individual cases, and one city 
reports a health examination by the Health Officer. 

Non-residents are edmitted by all of the 13 with quelificetions and without 
tuition. In the matter of foreign born, only one definitely excludes, end anoth 
avalifies, "if to be naturalived." One adds thet merried women are excluded. 

As to the admittance of negroes, the auestion has not been reised in manv 
places, but one library reports a seperate class for them, another reports treinirg 
them for colored branches, and vet another, looking to the future, excects to 
have affiliations with a colored university to prepare for the colored branchss the 
expect to have. So it will be seen thet Training Classes have basic uniform en vrence 
requirements but there is also a most "sonstructive variation." 

The next topic is the INSTRUCTIONAL STAFF, and but five of the thirteer 
report @ full time instructor. One of these due to particulier circumstenc:s hed two 
during the past year. All of these six people meet the cuslifications set fourth, - 
one ‘i hed training for and experience in teaching, anc encther is to follow the, 
course at Simmons this summer. Of the 70 part time instructors, 22 are colleg and 


- Se, 2 Ibrery exper lerce 
42 are library school graduates, anc all have had librery exper. 


Oy iet 


auf Jot af dawbete to soneretorg fen 


A 
: 3 ea ba: fF Trice * 
vei 8h : ctfey?t fife yileaiteatt cedebinne = 
t y _ 3 Py . ‘ P i793 
Pegsoes oe SS H ae be a * SP SE a 


hd f sy ohg - i ov ” ap ff — 
tA 7. - * » fo hers _ 
; 
Pa + Bry Tyo ot eT orey ot ky, Sots 
\ 2 Ls = , a3 3 PS 
4 7 © . 
i if mn; ey ofl ody wk 
. be * * 
ne or te 2 2. F eee “ 
od 2 4 
“ a 7] he a ae ; ¢ * » re y 
D . e 4 5 2 eo wee . iy ote ran oo orn,” rf . im * P " 
. sil tice. tes am oot Die 2T9 roces wraedid 
4 © ee c ster al ae Ae Naat 
* 


af 7 tie 


| Sa 
As to CERTIFICATE only three report giving them, and one of these uses a 
puss card also. One individual questions the legality of a certificate given by 
a library. 

As to LIBRARY FACILITIES, QUARTERS AND EQUIPMENT, there is very great ver- 
iation. No question was asked as to 4 room definitely assigned to the Training 
Class, for not many libraries can afford to assign space for a year to an 
activity, which at best lasts from 1/2cto 3/4 of a year. But questions to 
ascertain the amount of physical equipment were included. Practically every 
library has desks or tables, blackboard space and lockers for its Training Class, 
end some have special book collections. All report drawing upon the general 
library collection for problems of all sorts. One has tried and found very 
satisfactory the New caer Movable Study Chair. Ahother uses typewriter desks. 
As to individual desk equipment, ohne mentions filing trays and eight have 
individual copies of the Dewey Classification. After this the Pittsburgh 
Rules for Filing seems the most common, tho one reports using the new Cleveland 
Filing Rules. The text for subject headings varies apparently with the library 
following 
practice of, A. L.A. or L.C, headings. A few libraries supply the A.L.A. Catalog, 
Cutter Rules and Mudge. The tendency to, perhaps, overstress the Cataloging, 
shows up in the array of texts supplied. Tootfew buy, or have their students 
buy, such literary guides as Grahem's Bookman's manual. 

As to typewriters, there is the greatest variation, from a machine to eech 
student to but one for the director, - to say nothing of the makes reported. Tyo 
libraries rent machines as needed, but as one of these spends 35 hours in instruc-~ 
tion in typing; and the other requires subject bibliographies, this is, no doubt, 
the easiest and most economical method. There seems to be an equal division 
between supplying and not supplying machines. With two exceptions typewriting as 
a subject is dismissed in 1} lesson or none at all. 

When it comes to laboratory facilities for practice, every library ro- 
porting has excellent facilities and adequately trained department heeds to 
supervise the practice. They sre naturally stronger ees of those trained 
in library schools than in college graduates, tho one library reports 8°% of its 
department heads and 10% of the rest of its staff, as both college end “ ‘brary 


school graduates. 


See anh ah abeseten: 


. ars & ‘ 
ea eco es > yi S A. Stine ya ete came ae » t 
eels Fe 22820 yaw, siz af 
Stiles: th OGRERD . 
iss 
ili > Ry aS Wer ig ; 
tee ah : bs | 
Soe ee, = lee eile raee a Ce 
- - ae ad | “ 
. A) aE ve aaa 8 a) Ra. ees 
- # Ca oS 2 p 
Sed - = 4 X . = 
: 4 zi : %- STE? ol Hi 
_ . mm > 
Dee Bhat y a) ie alt : * 
ft Sg SY eee Se - es hye ry ae 7. Peas 
“ie . if: ae See ae not tigen 
: : 
e eh £4 ca i 
thy ia ~ 5 . 
Aas eee ; 
. 7 ii Beitil fet! ywietasdtel ep SoHDg, 
: z ‘ 7 4 ’ or eel 
x ey Wr os sth wig By ae, ee ratte — mn re ‘i i sa <5 as f i eras msi Piya 
at mek Ba A aa URE ass es Sa e's iy Pe Fy ee ey P iN a ad : 
CAS TSU OORE CMG Sacteel Oey Ther lo 
i pee kERS nett: 
2h BE. ¥ . er i ' oa) " ; f = ae aay : 
| Ares a roe mek ea ef ‘ F se 
, ote wilatetem wy 4 yout. .edite 


1 2e 8 atteney reel! end ont aminober: 


CF 


“ae : ; Es, Ss eee "wee ee es ee ¢ s : ; 
d aoe ae ES saci 8 Tee BS RO Seet-ods ty 


Noe 


7 


19a 
The amount of practice work varies widely, some falling below and others 


ehowe the standard in the Report of the Temporary Library Training Board. Here 
e besic minimum as well as a maximum ought to be established, so that Training 
Classes which prefer ttore class work and less practice can errange their om 
proportion. For this proportion I would suggest a basic amount of practice work 
of not less than 1/4 of the entire course nor more than 1/2. There should also 
be a proportioned amount of practice in the various departments. One Training 
Class stresses Reference and gives over four times es much practice in that as 

in the Juvenile Department. Another gives no reference practice except to those 
who have had college work, and vet another gives no practice at all in Reference, 
Catalogue or Order Beene aia ced 

Practically every place vses some sort of a personality report, but only 
4 apparently check up in any way the kind of practice a girl gets. One does 
this by a written report from the student, two others by a series of assignment 
sheets, one of these very carefully worked out with each department in mind, 
and listing the things to be covered in each. Another uses both of these 
methods. In the question designed to bring ovt the proportion of time devoted 
in loan practice to Floor work, charging and discharging, reserves, overdues, 
registration, etc. only 4 attempted to sneweriwith actual figures.’ Such 
remarks as, "subject to desk routine", "depends upon pupil", show ap an ex- 
tremely weak phase of our training which would not stand the investigation of 
an educator. 

At the Louisville conference, Mr. Dietz, president of the Associr ton co. 
Corporation Schools, in a paper on "Training men during business hours,’ seid, 
"Tt was decided first and foremost, that for the best results and the widest 
usefulness we must make production during the training period absolutely 
secondary." It is here that we are apt to fail, end the students do that work 
that is crying to be-done - charging, mending, paging megazines, folding pockcts, 
ete.- instead of the work, which will really fit them for «11 the verious kings 
of work they will be called upon to do as reguler essistants within 6 weer's or, 


perhaps, 2 month's time. 


(OPE fay ay 


ee ay 
Seine Afoie 


~ = ale 
ee a 
5 > 
ey 
> Mi 


oat 


cuit ay re 


i 


ee a pee 


0% 


‘. ; : “ai Ea 5 : 
i ; . rm oe . Fe ee we ie . . 5 $ ee eT 
2 | re RS 7 : 4 Lee es his de Tae A Pee be hy ‘ = * ¢ vs Ps 
TL SY SSAC el St on soyis tea faek Sil i Tl 
A tw wee Suh oad 2a z ve? 
, . i. ‘ a 
ee ee ee) 
te owe 
sae 3 - ‘ ES o¢ 
rt ad ~*~ 
Se ara ’ aXe Sr ath 
ae. . be Se 
p ; 5, 
oa Pig ne s a we = mat, ge = e Y i 
we a re - ae ‘ mS e “ hs prec 
aa Pe n 3 : ‘ ‘sila shi “ a or Ys cs a t 
; + See ie Fg ee tA4G “th Ree Pt ewe Sek eaten 


- < : - 
, va shite et qe 


pi whe ae iain BeRE )S) Gia ee ee : 
| map Rects «57959 2 , sons diaine oF Levacand 
ching © dginm ate tus a . 


oe * ne iefootel i 


} 


lia 
This is apt to be especially true in library systems which pay for the practice 


work. More than half of the Training Classes report that they pay students. 

In most of these, so far as can be told, there is no morning practice, or only 
on Saturday mornings. The majority of circulation agencies do the counting of 
circulation, the routine of overdues, reserves, registration, ete. in the morning 
because there is no time for this in the busy afternoons. When, then, is the 
student to get such practice so necessary to give her an all around training? 

It cannot well be held for her until afternoon, and if this were possible, the 
very heavy work would make supervision impossible. This last impairs also the 
Saturday morning assignment. When payment is given the control of the practice 
work almost automatically passes from the hands of the training director, and 
there must be adequate return to the library in work which it needs to have done. 
We should aim, rather, quoting Mr. Dietz again, to train “under the wholesome 
guidance of the men who have the ability to impart their knowledge rather than 
because of their ability to get out productive work. His {the student's) work 
is productive, but instruction, not production is the goal sought." 

To make this laboratory work more effective means the very careful choice 
of agencies which give the best supervision. It will necessitate the keeping 
of much more careful records of the amount of time devoted to the various kinds 
of work done, so that deficiencies can be made up bethne the studert leaves 
training. Only three Training Classes sent in figures in the seme terms so 
that they could be used in arriving cof an average. Of these tiie total averege 
number of hours of practice was 345. You will note thet this is much less than 
the 585 hours standard of this Report. These reports are altogether too few 
in number and vary too widely (9-25 hours for registration; 19-91 for charging 
end discharging; 12-40 for cataloging, 22-75 for children's work) for the 
results to be taken as final. The averages however are offered as the only 


figures available. 


Main Circulating Department 100 29% Reference 68 ace 
Branches and stations 65 18% Cataloving 20 Re 
Juvenile 46 13% Order 22 6c 


Other depertments 13 47 


a 


Buse VE te weet gQor ,certeses , ovbrere Po 


ae veers TD Tet sey at gt Sa 2 spear 
= es « attt o¢ sateen ee 
ONS. uh rey is es of if i ‘ft ees 
pieces Sie Bi 6] i * fr 


Rime [eon eft ef apivosemragy don ogee fae ved. 


a ef ” bit tt 5: re 3% at baw - Bos BE NIG 
ones eee fiw 31 nodebereque teod off ewig ay 
cee. cakes a et ibetosrah std to gbnosst fetotee « 
mere neeer . oF ox z - * ‘ . > . Fores 
?, ; + 
y ‘ 
rs “ yk Prey £ ry Tear seed tee eotonarott ab hes) <2 28 : 
. 3 rhe ak ’ ¥ P, 


“MES onsen ofS mb Oost nt Pies eesaadd erinterwl esGae 


Sa ; rR a P ; ie i 
ee ps on SiN > fe. 52 ; - 7 a 8h SE eRe eet Sy Tae Gee tp St tz pee od 


or 
‘ 
ww 


a ~! - a. ‘ : 7 . al a - oe i or, ’ 
in = | MO “By FeY S649 ator Tiss ay REE apy oepbeare to 3% 


at: : ; meer 


ia + agctenot’s eae eheodet oaed? <sones Sie iad ictesprgs TAH 


s @ woablide -wo} @CeRS cyaigoletas 04 1 Oba 


12a 


ef the 155 hours listed as general loan practice and analyzed the averages as 


foliows: 

Floor work 13 1/3 9% Reserves 81/3. &% 
Charging and Discharging 60 39% Overdues 15 1 
Binding and mending “iz 10%, Registration 15 2/3 10% 


Other detailed work 26 2/3 17% 
Is 8 1/3 hours sufficient for a girl to learn reserve routine and application of 
principles? If not, how can we see that more time is devoted to a tale 13 1/3 
hours is very little time to train a student in floor work so thet she can 
give ‘satisfactory service to the public in a branch, where almost of necessity 
she will be called upon as soon as she is a member of the staff - and too often 
before. It will be seen, therefore,that this whole question of making laboratory 
work more effective is one which demands very careful investigation and very 
cereful and constructive thinking. 


the : 
There is,"mieh mooted question of relationship of Training Class and Library 


n” 
School. In the last five years 386 students have finished Training Class courses. 
Of these but 18 have gone to Library School, which is fewer than those going 
into the service of other libraries. That is, the Training Class nee sent more 
into the service of other libraries than it has sent to Library Schools. So 
the directors of Library Schools are, perhaps, quite right in feeling that the 
question of the duplication of courses has arisen too few times in the pest to 
make it other than the exception. However we meee Corners looking and plan our 
courses - Apprentice, Training and Library School - so that there will + a real 
system of library education. At present, we have not the exact knowledge 
concerning Training Classes which is necessary. That is what the committee on 
curriculum and the investigation of practice ought to solve. Then we may look 
for an increase in the number of Training Class students entering Library Schoo?. 
It is said, and rightly, that the Training Class trains for the loser 
institution, Our statistics seem to bear this out, for out of 386, but 29 deve 
gone into other libraries. Especially as one Training Class which hes sent 5 ints 
other libraries is already a regional Training Class, s-rving the portion of the 


- 


state near it. 16 of the 29 are from Training Classes which show over ©" cf the 


Lame? et 


Re 2 ee ire 


ent esfasetit magitp ” wks 


tanta : e 4 - : sistz ast tees So f eBrs vie fos . : | de 3 # 
me OES ST Lep , sgsiieq . 99s eigagne a. ead 20 & 
; wis ie cvieetsen al 
ms 703 4 Ee Se wes | . 
f a 15.é FOSS ett rade 


yuinies! . aag 


teed 4B shears aie eit teed at ae) spetottote wi 
Oh © ote Ban Netdy gealo aaiatet gee ae vlisisoges Boi oaeae 


Be tt i iemigrt @ 


Susie 90 sits #8 


) 


vi 
iga 
students as having had at least two years of college work. The rest are very 
scattered. The one Training Class which has sent the largest number into dther 
libraries has sent less than 1/9 of thosecompleting its course. Three fifths 
are still in its own employ. This ratio seems to be general for the number now 
in the service of the libraries which trained them is 236 of a possible 386, or 
61%. 103 have left library service, and if the same proportion exists elsewhere 
as in Toledo, 5/8 fell to the arrow from Cupid's bow. This little shaft is 
most instrumental in forcing libraries to maintain Training Classes. 
To summarize briefly: WHERE, WHY AND WHAT 
WHERE - That there is a norm for the Training Class, consisting of a certain size 
of city, of book collection, a given number of circulation agencies, and 
an increaped budget. 
WHY * That Training Classes have been déveloped and maintained to staff these 
circulation agencies. 
WHAT - That the standards asset forth in the Report of the Temporary Library 
Training Board are a goal toward which all "raining Classes should work. 
But, these standards in the section devoted to curriculum, because of the 
lack of exact knowledge and because of the variety of practice, need to 
be further investigated, studied, unified and set forth, with reference 
to the WHY of the Training Class and with special attention to thet 


phase of the curriculum described as Practical work. 
M. A. Newberry, Chairman. 


A.L.A. Professional Training Section, 
Committee on Training Class Standards, 
wm, A. Newberry, Rena Reese, Ethel Sawyer. 


eae south 9809 ett att ee ee 


sate: Selbaeie oat wt, tena, ad oy. samen ois aa 


me ih rk = 


OBE aldi aang = ats -F ‘eat Sonia doide oie 


a Peter 


* 


prtvtey* ee atectnn ot. sobs artaget. mt 


“ ; 1 
i Spe re gt oe Oe tom oe 
tela CLer too. sy 


© snide ef anes seat? aniager ont ae8 2300 a sae 


+S2iMieys nodts Sioeaia .% , wel 


* 
= ca 


ogre? ont-Yo-d1oqed «x + Ok Atrotstos.28 ebsytande 


* 
Hee 


on wr 


el? geiehae? ffs. As rhe en foo 2 om fewnot 


Mart rot + 


ayes OF Bedeteb nottage: it: ae. obrabnage. 


“a 


- . 4 aa 
us Ves 3 = pe > - 
Ge ee ‘ot » Breese ttt 59 


“doizew ot Yo omuaond fre. optep beget dosxs to 


POMCES ae Atiw . eet goa: hes -hefliow ,.bobbets <betegddeenent odtt 


Soke 2 1% 


cbpoge sitiw bas eaegd attatadt wiht Ao 


4 


Sew Ieeiteerd. 26..bosit-toneb auluety ae alt % 


Gio J werredeet A . a ie 


6 l4a 


MISS EDITH TOBITT (Public Library, Omaha): 


I am particularly interested in the portion of this report that has to do 
with loan desk work. In speaking of loan desk work, I am not referring to the 
details of giving out cards and sending notices and that sort of thing, which 
may be learned by any intelligent person rather easily. That is, I think, 
usually taken up by the Lending Section, the part that I am speaking of, for 
which the Lending Section was established, in discussing the problems which 
have to do with the dealing with the public. 

I should like to seé the course adopted for training class work, a large 
proportion of the time given to the instruction in loan desk work, - the study 
of the book. I do not mean book selection which may be done very successfully 
through the tools prepared by someone else. I mean in giving instruction in the 
use of the book by having the students read the book and report back to an 
instructor who really knows how to teach the use of the book, and reporting back 
in a way which will definitely show that the student has read. 

I think that we should give a large proportion of our time to that part of 
the curriculum. [ cannot say fifty per cent., Madame Chairman, because I have not 
worked it out, but I know we are more often criticised at our loan desk for our 
lack of knowledge of the books rather than the mistakes we have made in charging 
thom. 

in the program of this Association I have noticed at times that we are 
inclining toward the ides that the loan desk is the center of the library and 
that we are more ctiticized for what is not done successfully at the loan desk 
than any where else. 

In the training classes we are giving e good deal of time to children's 
books and reference work, but I am of the opinion that the actual reading of 
the books and reporting on the books has been somewhat neglected. I should 
like to see that if a definite course is planned for standard training class 
work, Madam Chairman, a very great deal of time allowed the actual reading of 
the book. es 2% 


MISS LEWIS: 


"his theught has occurred to me - if the training class is prepering 
assistants fcr the local library and if the greater portion of treining that 
is given to them is in luan desk work, where will the librery get its cataloguers 
and its order assistants and those in the other departments? Ought it not to 
plan its curriculum with the entire work of the local library in vicw and by 
limiting the number of places available, perhaps force a certain proportion of 
its training classes to take up the cataloguing? 


THE CHAIRMAN: 

If no one else has anything further to say in regard to Miss Newberry's 
report, a motion is in order to the effect that the report be accepted by the 
Professional Training Section and that the Committee be dismissed. 


MISS ELVA L. BASCOM (University of Texas, Austin): 


Madam Chairman, I move that the report be accepted with thanks to the 
Committee and that it be referred to the Permanent Board of Education for 


Librarianship. 


The motion was carried. 


ob ot aft deg Sine: sists ‘ iba ot ~ 
sit of agivtetes don «a IT .d¥or desk mmat te saileags at. 
fete .ancad Te toon fed? Gre eeatder anibnor. bat shvecn fe 
iaiay T .as dad?  .vitess. tettet feerey drogiifedat- ye 
to% TO SYbateqe ma I todd - desq. ofF .cottoed snbbeay sdf ye gag 
asithe wreldorw: oft gateavondh wh . Batebidsdes sew erage arnt br 
= o£iduq ett ddiw af ; 

Siti & Ae seeks addnkaw 0 batiqobs ee LD io, ieee wil 


a 
* 

ae 
fb 


; vhatea afi iugv oeeh neol at Aoteawsten? eff oF nevis omits off J 
: vt ty Teesoous yey saah ac vom sys perfor HOSTS sieg goed assem Fer ab he 
wit cel aOcto [oni arivig af Aeort Ft eels SEO La & ve. Se iegetd alot 


sad Ieagey Se dood oft bast stnetute soffit artdvadt ¢d-3 
" Dis . goad st to obey sae Hpasd ot wel sworn etiser i 


S304 sole yistingteb [far ¥ 
2 Sts 5 7 a ovig Bigoria: eat He 2 
7 bey ee : TFA tt FD "he aed vrI=s? — tonnso | s. 
- 0 . & msof “we stom sie ov won £ ded . 
* ie ni obew ov tortet etoed eds Yo 
a. oe ; ts Bbesiton ever 1 moitmioegsaA shhh Bm metaety 
fics yews to tedn if &f uted mack off toads f#aft ade Ss 
Heod sol oft te wi fate owe amoh Jorn si tert get bebsateige 
“8 
ot oni¢t Io Laeb boos 2nivig otf or setesio greg: 
oe . + mofnées ot To ma I fad yew sores 
i .Botosiges tedwome neod sed- ened oft ne gupdiegad' 
S25'9 griaiew biehemte t6E Sommeiq si canes oie teh eR Forte 
to srtibest fegd¢e HS beweifs otet "to feob teeta Wie & , tee ody 
‘ 
wiimcet’ oft tlo- an oo Bbetiesee gat gay 
tand ct rolde=aq.- 3 ort Te Bee wereehY fenof aie 
a : iw sto" veoh seul ne 2 or ehh 


: tome aged. Yscito st at seatt bee taunt 22s Boo me 
7 iv tf wesydil [easel oft GO der oeitee sae tt rw mel on, Be 
+3: fiesIzu 8 owl cusdtaq ,oicatievs aapel ‘gq to Sapir: 
Txnzuso letras arith qe iat od eunsnke 4 


‘MAME 


5 Sos ty i Seek Ms TES Oa - Ss pidge. ARTs ctduy 3 eer! sais 
é t = ‘ > of * £ op pi > 


908 of Ssonex sit tht go ib cee oF sebie me ah 
1b sd osdtiamg® okt teAt has waédosd wed 


E wt 
t 
+ 
N 
+ 
os 
deye 
= 
Ps 
+ 
> 
tod. 
Ei) 
~ 
C2. 
ies 


\aitesd , aera? te wWierovesll) MOOGAP 7 Avia 


| oS Sag sit tacts oven -temtiens 
%O%, mortsoubs “o Sxaa® tasheamet ont of beristey of te Faxed 


we 


Collections 


Care 


Appendix A li.A. Newoerry 
TRAINING CLASS STANDARDS 


Not Remarks: Those listed below ere not included 
Sudject Hours Rent Rept in number of hours 


Accessioning 7 S 3 3 give with Order (no hrs) 1 with Catalog (10) 
: oo " (no hrs) 
Order Ce ae aa " Trade bibl. and publ. (10) 
2 Se " Publ. and editions (7) 
Trade bibl. 16 5 a " Order (4-no hrs; 1-3 hrs) 
and ed. 1 Me Bon " Book selection (no hrs) 
Cataloging 343 8 2 1 includes Class.Acc.Alpha. (10) 1 included Alpha (9) 
1 e is " Shélflisting (60) 
*Classifi- 211 3 a ns with Peto (10) i with. cat. (60) 
cation 1 includes Shelflisting (14) 
Shelf- 4 3 1 with Class. (14) 1 with Inventory (1-1;1-3) 
listing i Cataloging (1-9; 1-60; 1 no hours) 
Alphabeting 30 6 by. 2 F " (1-9; 1-10) 
*Book selec- 152 5 , Ay ie i Survey of Lit.(1-43; 1-15) 1 with Lib.Econ. (30) 
tion incl.Annot. 1 " oan (no hrs) 1 includes Fiction (34) 
Survey of 215 6 ee a " (39) 1 with Book sel. (15) 1 with Loan and 
Literature Children's work (no hrs) 
Fiction 55 «65 4 2 with Survey of Lit. (1-43; 1-30) 1 with Loan (39) 
+ eee ee ee ee a a ee ee a i ee ee ee ee te ee ee ee ae a a ee ae ee ee ewe 
Periodicals 32 5 3 1 " °#42=x3zkef. (15) 1 with Order and Ref. (ne hrs) 
& Newspapers > tal Current Events(1-12; 1-17) 1 with Lib, Econ. (30) 
Book-Make up 24 5 4 1 " °#£4«=2Binding (6) 1 with Lib.Econ.(30) same 1{no hrs) 
and History i, " (3) 
Public by a so * Reference (1-36; 1~15; 1l-no hrs) 
documents 


*Reference 202 8 2 2 includes Pub. Docs. (1-36; 1-15) 1 with Periodicals 


and Newspapers (15) 
Loan 104 10 2 1 includes Survey of Lit., Book sel. and Fiction £30) 
Geatcren*s 272 il 2 This includes Children's lit., Storytelling and 
work Work with schools 
Binding and 48 10 2 1 with Book make up (3) 
Mending 
Posters ss G 7 * (1 included in Children's work) 


ee we eee ee ee ee ee ee ee ee me ee ee te ee ee ee 


ee ee ee ee ee me ee ee me me ee ee ee me ee me ee me en ee ee me ne ee ee re ee ee em ee em ey ee a ee ee ee 


i i ee ee eee aie eit einen eel 


Se ee ee ee ae man en rh merase 


(Of) golefsh ihr D ted aa) tie) atte oak eo & 


2 . - 
Se ee ee ee 


. 4 , 
ae 3 & P . ; fe 
ee +. 2 A ae 

* Lo . 
a « pie ee ee ee ee ee 


ee eee Saw fa wie oem fh D a . - w * a mde Ee Se ee ee ed 
ie a Sess « 
4 = “y \, ‘ 
7 oN 
. 4S - 2. 
; ~ > a ee 
” ae =< = o< : ote ae ay Ras <b ee 
- + Se ro 2 ° 
ee ~ai 2 % » 7 t 
s ies 4 —— 
ate Pox’ * % a 
> -icas > = 2. ha ia zs 7 ; 
= i ain es ik mtu le Nae m i feel 
ws . 
% : 
a P ial Nl 2 2 Ya ae) en ell Or . ee ee ee ee 
— Sie Bi Sue 2 ; Sab si pe Si ae Siew Sieh sin ‘ es Ba Ei EO ak Math am ye ik ge as Ny ail Sages ie Sc aia 
ae ‘a : % - = ee ~ 2. i" 3 pe 
ee - t.°s ~ Die hae . % 
» - . , z > 4 “ i i 
[a et cS . i 4 s Fa 
= Lin SORE " ‘ a j 
x Te aa ek let Ae Bp ® y ; ae s 4 hut iS 
ky mae * 4 y Bab a ee 5 ieee : 5 - Poe vie P a : 
m a — > “ - “ kn a» — in © a i ae ene i ee ee er 
w¥ _ x e) > a -_ 7 5 > 
t ony ee i - v + f ; a + ie ¢ * EN 
aM Sain 4 ie i : . : x Bh & Se . & = te 
: . ‘ le ya 
E aloes at 
is . aor attethisd 
Boos vente Ses Se ab hie hie Seal ike oS a - selée —" sa Sake ce il Seah peu Shag Ne ie Hom kph eng al hl ac 
- oe re 
zn . oy ‘ ie “ ee sy j A 
i eae9 i me 3 Co ae tee ry ‘ me, a = fe yak Pi 
mas = bs % oe 4 ‘ + “Siu, 7s SS GS pee e& : es ast Nay 
: arene se 5 “ ae en ef NT Oe Pre ees fo da ae ee “ 


od z 
B Fi 
San ake all linen tes: ine ae abe wad SL eee fee woes Se heh Te sae RS te a Ria ab ee ame rae alee ita aus ih (Rae SSA ie a 
| “et 2 oe -* 8 £2 
ao’ wa Sb ioe « Seth Se ie Die <i ee a ne ee ee ee oe te ee ee ee ee ee 
2 = te Be Pe : Fa} ™ é 
oR Ee “ag re zs ‘ ae eye ob 7 
Bat ae F's E a % 
ae Oe Se yt sie de 
a* 3 Pa : 
Se Sia a Sahih phi 
fer seb icy 
4 bane Ga. 
.: 2, ae e 
ae 4 ca 
f 
Serum es 2 
. r rier 
- ie See e+ ge 
au oils . a Of 
gs one “Heol dotlw df a eee 
ye i iitin ea acee Tie cee ited ne wa he Pe ae ee ae See ee nL ey Sie en aS Ee ee oe ee 
at Becton L} * ¥ 
toms bese lors * a 
> a 
ire an a Det -aiv Ss Se ee ek aces LIFE ae elim ie: AeA She. wat! sp ahi mre an AA em et ae So WAR pe Sip co i ea 
; th se *, aa . % 
Shigpst ere LS 
ay ie OF ee ee ee - ae + ede 


pe am em a ee nl Pe ae pee FETT Mee hat SS Slam nae et earl eae tert an a wee LS nay ee Naw ip Se iy int 


a Ons Patan pasts - 


io: : ea Sin RMSE fs Ri etal ie BS a, + engin Me seit ign wang Sp toe 


= ene ate Sette a a 0 He 


> 


Not Remarks: those listed below are not included 
Subject Hours Rept Rept in number of hours 


—— en nn er er nn nnn nn nnn ee ee ee ee ee mee er ee ee ee ee 


Local “6.9 2 1 with Lib. Econ. (30) 1 includes Lib. History (2) 


me ee ee ee ee ee ee ee em ere Re ee et ey ems ee ee ee ee ee eee ee ee ee ee 


General ad- 12 id 11 


ministretion 


—— em ee ee ee a ae en ewe ee ee ee we ep ee re ee es we oe we es es we es ee we ee ee es es ee ee ee ee eee ee ee 


Library his. 30 7 4 1 with Lib. Econ. (30) 1 with Loéal library (2) 
and organizations 


a eS ee Oe ee ee Oe me ie ee ee es ee ee ee Ow ee an Be Oe 88 > Ow OD Om See ee ee ey ae os Se ee we oe et ee os ee Oe = Os Ow Oe ee oe ee in Oe wen ee Oe 


Library 4l 4 6 2 make but no hrs given; 1 discontinued visits 
visits 

Current 80 5 8 * (1 includes with Reference) 

events 


ee 8 Se Se ee es Oe ED ee re es Oe eee yh SE mee ie ee Ay are OS OS ee SOS ek OP ee wm ee ee we wee ee Oe we et te 0 ede ly, ee See eis ee ee Oe me 


Community 20 a 12 
relations 


SS OS aS 8S ONS we ee O08 ee Oe Oe Ot ee wm ee ae Se ON OE Se ey See ey OEE OS SS Oe See a Se ee ee we ts ee ny ee ee re as ES OS mew ee aes ees Oe re ae ute Os Oe i oe ne we ee Se ee ee eee oe oe 


Community Stans § 9 S$ report visits (no hrs) 
visits 


=——_—o— we ee ee ee a wee we we me ee re ee ee ae ae ee ee a eee ee ee me we we es we ae ee ee ee ee ee es ee ee ee es ees 


*Classification as given by some would be classified in Book courses 

*Bock seleé¢tion " % " " " " n " Acquistion group 
“Reference can be counted either as a Book course or in the Use of collection 
group 


These below were not in the questionnaire but were reported and are not classi- 
fied. 


"Extension Work" 20-1; "Library Economy" 30-1 see Remarks above; "General 

lectures" 8-1; "Mechanical Preparation" 1-1; "Pictures and clippings" 1-1; 
"Sociology" 25-1; "Subject headings" 20-1; "Book numbers" 3-1; "Psychology 
for librarians" 7-1; "History of social work" 50-1. 


<< Sebetont gon sve 


a SH i le, a he iE ih: we 


et ae 


eee ee a, ee ae 


. Fi . “ s 
‘ Det den ta ‘ wk ES! ie = 
4 « as *« & ~~ am 
. 
Wa et bo lage a deans mien er es 
oP mnt g VO a Ae an it sl a agit 
-; i 
wei : ote — o . 
. oe 
fi . 
; 
>) 
iva Valley ak 
aie Mee “ “ P A a tee 
4 : : : 
xX 
ete 
| ~ Nd 
4 
ee ee formats arse ‘ are 
ne A inka ger — sn ae - OAC mG Ane pee die) Hie ni " } 
" ae aedeeie heck kee 
We Ae mat ok 3 * ae le - i 
din ak es _ ull sols tn nt 
' 
7 T: : p oy . 
‘ ae: i x 0 : “ ¥ 
- ss “ ako ’ 
i i ~ a F. 
r ; mys ag ie 
fo oe + _— = , 
oe, oes ome ¥ Tu = ™~ © - 
é hte hip : 5 pad i 
* 
‘S 
os - - = 
4 : a ‘sacl di 
s ee se 
P ‘ “5 ~ 
x . A | : : a 
~ a< ne 
* | 5 " nap mise mtg cvs ee s = 
- Gs Ss Sev eatary te A, -o 
+ 
as 3 
j ; 


Viste Le pat 


ws 


ai 
Appendix B | ite 
LETTER SENT WITH QUESTIONNAIRE 5 


- 
— a 


Mey 15, 1924-.. 

To the Director in Charge of the Library Training Class: pee 
At the meeting of the Professional Training Section of the 

American Library Association held at Hot Springs in 1923, it was moved by 
Mr. Clarence Sherman (Providence) and seconded bv Mr. Ernest Reece (N.Y.C.) 
that the Chair appoint a committee of three to study the subdiect of Stand= 
ards for Training Classes, to report at the mid winter or the next annual” 
meeting. The motion was carried and the committee appointed. bo 
It was realized that the first necessity was exact knowledge f 
concerning existing Training Classes, and the year has been spent thus far 
in working out a questionnaire which would give this knowledge. At the 
Chicago and New York City meetings of the Temporary Library Training Board 
the subject of Training Classes was presented. At the latter meeting this 
Committee requested that the Temporary Library Training Board unflertake the 
sending out of the questionnaire and the assembiing of the information gained. 
The following quotation from a letter from the Executive Assistant shows why 
the Committee is now sending out the questionnaire. "It was voted at the 
executive session of the Board on Friday following our open meetings in New 
vork, that the report be referred back to the sub-committee on training class 
instruction of the Professional Training Section, with thanks for the offer- 
ing of cooperation. The Board feels that it cannot assume the work at the 
present time but considers the work so important that it should be carried 
on at the earliest moment possibile." 


This questionnaire covers some of the same ground as the question- 
naire sent out by the Temporary Library Training Board in December, 1923, but 
asks for much more information. The Committee realizes that the time is short, 
but the Chairman of the Professional Training Section has asked that the 
results of the questionnaire be discussed at the second session of the Pro- 
fessional Training Section to be held at Seratoga. Therefore, the return of 
this questionnaire at an early date will be apprecieted. Separate pages can 
be sent back as filled out instead of being held for those portions which 
will take some little time to complete. A duplicate set has been sent for 
your own file. 


Whenever space is insufficient, please attach another sheet marked 
with the number of the Heading and proper subdivision number. 


In 7th Heading: Laboratory facilities, Part 6: How maintain practice 
supervision? please send report blanks used to check up on the work done 
ard upon personality fitness. 


In 8th Heading: Entrance requirements, Part 2 Examination, phease 
send ia sample examination used recently. 


In 9th Heading: Recruiting, please send any announcements, ete, which 
are for distribution. 


In léth Heading: Is a certificate given? Pess card used? picase * :né 
samples. iS 


ae 


iMLGN? Cetetheshont orht x saben 
eax? see san 4 & biat ‘MeLdsisbeed 
ve tebroses fais oT . 
ie ep soa itn vos temas ae 


as 


Os wate tal’ oft” te aM Pdmeada ‘att hom Bey onan 
Ae” PHS alsak -switwosns oft" vt xOFISE. 8 mee rr) —e 
“f mw Re tat aregut eet a fF firth PS aes * ods Sie 3 
cfbisch i ay +S AL BAO SSID Os a ifcr saahee: “Woit ~ 
oo Sere ete: pes * 
"$s: tae ef 
ri ee eee tae Bias 
: 7 fy > oS _ 
srviabuo oilt os vhavoty -smg2 ond 26. sami etewes. ottemeldace & 
eS .eo ll , teiG@eset mi: bts aptafagt Fiswit yte igre? ort ve 
oF T IMSS eff ok tooo tas — 
—— cd 36 
| oo Ht 
Senghs eo araiiy 
wites me de ; 
Fork Sie bet tS an) 
| Sof Smit oft 
: ts - PSeta” tae PHASED riots: ae rage 
: ‘weve tg ore “snd beek . 


s } ay Pes ms 

eiiz> D ces 
: SE Sag aq. coteethe * BRE hesk net 
Pr ae ‘Poms poh wees? a ag 


Sate gs 


‘yaa bien spel yrteterrset + 


18a 


In 18th Heading: Curriculum, it will be most helpful to have courses 
of study rather carefully annotated. For instance, at the New York City 
meeting when Appendix C: Training Classes, of the Provisional Draft of a 
Report .... from the Temporary Library Treining Board, was discussed , such 
headings as Arministration and Minor Records proved baffling. Did or did 
they not include Loan Work? 


In the 19th Heading: Personnel of Training Classes for last five years, 
in addition to indicating grade of service in which they now are, it will 
be a great help if the number engaged in Order, Catalog, Reference, and Loan 
Work can be given, 


In the upper left hand etorner of each sheet is given the address, 
(city and state omitted) to which the questionnaire is to be returned. Again 
may the Chairman of the committee ask as early a return of these sheets as 
is possible, in order that the report at the Saratoga meeting may be most 
profitable and helpful in the determination of the future stetus of Training 
Classes in the general scheme of Library Training. 


Very truly yours, 
M. A. NEWBERRY 


Chairman. 


A.L.A. Professional Training Section 
Committee on Training Class Standards 
M.A.Newberry, Rena Reese, Ethel Sawyer. 


ty 


cz 


fies 


aa ptr No 40 peel g aeiteoseal » 
: one et 3 


_ 


9 isneoktmens ot is Ess 5 | 
ot 6 Vis 36 -dee sett initio 
gcse JRE Gn tog oy - re estima, ‘6k ys 
iS poet sdbiiods = me Sek. a 
fare? xuataey : 40" sasdo's a 


Sats 


. eee - 


a . oe, ” 
ee Bes cM Pan. See eee —- ae eC ha 
eo SSss £ 1 4 a. 7, = Pile Hy 
ae, ‘ v hon v7 ry . 
re a set pe a Re 
oe = - - Et © 
~ee eres cris ney i‘ if 
. } 
TRAaE vir te Pe ai 
> ~ 
oe et S® bre & 
od a. om 2 
af > ue 
a rms ee 


ptingon® . Lemed ave 
2 seat Oo gikniee? ae" 
‘TotSe housed ue 


1. 


Appendix ¢ 


TRAINING CLASS OM™STIONNATRE 


DF FINIT IONS 


TRAINING CLASS = A regularly organized class which covers a definite period 
of time and which give ygxaminations in the meterial irciuded in the covrse 
of study. Fntrance to,class is gained by competitive examinations in 
cultural branches, altho graduates of ecademic colleges and universities 
mey De accepted Without this examination. It implies a classroom with 
desks, equipment and textbooks and a standerdized library as a laboratorv. 
More than 50 per cent of the time of the course is devoted to definite 
instruction in all branches of clementary library science with problems 

to be done by all members of the class. Training is given for the purpose 
of supplying the library with general assistants and not for the profession 
at lerze. 


APPRFNTTCF CLASS - A few young women received at one time and taught in 
various depertments by being required to do the actual work of the library 
under supervision of department heeds or other more experienced workers. 
The formel instruction is besed entirely on local procedure end is much 
less in amovnt than the practicel work. All pupils mav or may not learn 
all processes end there may or mey not be ean entrance examination end e i 
final test at the end of each course or of the course. Individual instruc= 
tion is similar to this, out there is little formal instruction. 


TRAINING COTRSE = A course offered by a library or recognized by it and 
open to the members of that librery staff. designed to fit them to give 
better service or for more advanced positions. It maybe a general civenced 
course or be confined to one subject, such as reference, work with children, 
book selection, ete. It may br mav not have a definite organization, as to 
length, personnel of teaching force, end finel professions] examinations. 

Tt mav be occasioral or be offered at regular intervals. 


DATE 
PLACE 
NAME OF LIBRARY 


NAMF OF DIRECTOR OF LIBRARY TRAINING CLASS 


TART sae 


ea 
oo 


atalo.ot oniterthe® 


r Ri name r pe Sea S HPA eens: Si pkaicmetds, Gee rawa. 
Af ry ry OUST Reale 
; aha 3 fe 
5 4 ry ny A i ‘ . é > - 
27 oof ‘ bis, ee 


fier. te rot wes 
, ae es 
: : ta Ey ; Ss 
eit ; 
fee a ve het ; be 
PAE an wer meek Bie in ory et - i A ea te 
Hinet Ame ome ama. te yA = Bain ee 
= a oe 
i * Te ee Teniee 4 ve atria SA mpm 
ree aS 4s. 
sich = liane ee saiial ve 
t oye 


Pre om Te wool aiviesgay 
An<eyie wit $ equa: faoel ito efort dye Roget ok rektouydank fm f 
29S a “+4 ‘ WR " : += eat “~ f 


* a : ~ , + . 
{ es vay rama fy TRE Fost ff? gett. sages 
sy - * * in aw ~~ ae + “ae . <7 Sy 
“ eG | 4 > ™ - 
‘ j . a a 
sa as ; sie Faces haat : ‘i ne a : 
2 i : i Ass GER Oe iF te a sess Riepe Bh 
- . - - ar ss . 
beireegctian f : to jit 3 | ed oe ans _ 
F oi, (oe z 
6 
= ar Sk Ne ~ cee % 2 < pete eS ta 
s £ F 24 os Loe. i= “ 2 
. ‘ “ 
ot ae Bean 3 . : ere reyes fed 
ti m= 5 é ¢ a 
g rm “ry % Xe > en ry, wT Ps a & OF ter yy a 
fi» : 8 ae? RY - { ; ; 
er ta P 7 
os . 5 ] 
; : 
a wifes : 54g, “ il . : ' “: 
v Ceo 2 ee q \ ore gS ee si 
“+ - - + +, . 2°] 5 en 
x eee Ferg $ ; [age ? avzane 
fe ee ee, cae bs -iaiale a one a tn. ¥ ae ries 
sieve t 78 bare a To (etok agony 
e . 


AIS Spor aah wos cer y 


ba 


20a 


1. Type of library 

1. Public, College, Institutional? 

2. Wheat is the training and experience of librarian? 

3. What proportion of its department heads are college graduates? 

4. What proportion of its department heads sre library school trained? 

5. What proportion of its depertment heads are both college granduates 
and library schocl trained? 

6. What proportion of the rest of the staff are college graduates? 

7. What proportion cf the rest of the staff are library school treined? 

8. What proportion of the rest of the staff ere both college graduates 


and librarv school trained? 


2. Administration and organization of library (department, branches, etc.) 


3. Library support - source 
1. Amount ennually 


4. Training Class support = source 


1. Annual budget 


1. General tiaintenanes 
2. Salaries total 
1. For each position 


I. Full time 2. Part time 


2. If there is no regular budget give estimated average cost per punil 


5. Teaching staff 


(Lecturers giving less than 5 hours instruction not counted 6s "aculty) 


Total number of 
Training for Experienc: 


Instructors College graduate Library School Teaching Teaching l.ibrery 
Full time (When cyass ds in session re 


Pert time 


va abacit Vacndeaqeh a82 te noe 


taatiageb ati ta ye 


ates ek Pres TH ; " . Bes 5 iy es: ivehsaee Arete Pry yooh 


+ 


Ch-etkt Esedee tends 


lan 


rs “Tlats fh hy they od 


She ea ta — pe de: | pl A a . 
SS a ta * 2 OY: PEOTR ae Bat. aes 
2otachert: maf fas Atas 


".ae> ,cotouned , desmttscebh) wtaadil to meidesiqagan hab monde 
Som? 
| non stag tose wot _ 
oe a ae | 
ey ae Siena wa pers ’ me 
a oe: Sees Bu 


topbue +> wef, Lager ont ae 


SARA 


2la 


6. Querters end eauipment 

1. Tables, desks, ete. Total number 
1. Kind used 

2. Blackboard space ~ amount 

3.. Typewriters Total number 
1. Kind used 
2e Is there one for each student? 

4. Lockers 


5. Textbooks used Number of copies owned by Library Owned bv student 


MUDGE ‘Yow guide to L.C. Subject heedings 
reference books 

DEWEY Decimal class- A.L.A. Subject headings 
ification 

A. L.A. catalogue rules RICHARDSON . Literature 


of the world 


CUTTER Ruies for a GRAHAM Bookman's menual 
aictionery cataiogue 


PITYSBIRGH rules for filing OTYERS 
CLFVFELA™D filing rules 
6. Book collection in class room Number? How organized? 
1. Reference books 
2. Cateloging practice collection 
3. Classification prectice eollection 
4. Is general library collection called upon? 
7. Periodicals for use of class only - paid for by library or by class. 
1. Number of | 2. Use 3. Names of 


7. Laboratory facilities 
i. Number of hours of practice work how apportioned among 
oan agencies Reference 


Main Catalogue 


dog Se pb OD * wr eng 
Fo 3 has us « dl mm oF ‘ ahlarp wee 
. s ” ~, ” ‘ 


iis a -aeaio famteot 


awa so 


5 sot supe 
iy Beene | Otago £ atta yr ape. 


PS cs : : ORI Pan te a. 5; 
: dete ea wlio. merit? a? eSiore fF 
= es , sy 

® &. 
oa Koi 

mo - 

eed 5 
Ge 


. a We 
t : 


in we an 


Ky sey 


= ee EC ae coors 
ae TORSO SG. wort wee ge f 


, 
, 
/ 


22a 


7, Laboratory facilities (continved) 
trranch Order 


Juvenile Other special departments as 
Atb, Technology. etc. 
Stations 
2. Number of hours of practice work in morning, efternoon, evening? 
3. Total number of hours of practice 


4. How much time is spent in general loan work? 


5. How is this apportioned to 


Floor work Reserves _ Ménding 
Cherging Overdues Binding routine 
Nischarging Registration Typing 


6. How maintain practice supervision? 
7, Are Se fants paid for this practice? 
1. How much per hour? 
ce How much per month if that is unit used? 
8. If it is paid for how is proper proportion meintained? 


9. What number of hours per week does 4 regular steff member work? 


8. Entrance requirements 
1. Education 
2. Examination 
1. Is it competitive? 
2. Conducted by the library or civil service board? 
3. Subjects included? 
1. Generel information 4. Current events e 
2. General literature 5. Foreign language 
3. General history 
4. Is there a separate test in each of these or are they combincea 
in one set? 


5, Whet is the proportion ef value of each? 


| i ofSeiga Pat. 
ets ~ wpetonion? Sea. 


,ftoonwad F JREE mF agi sok eile 4 +5 aa 


coche 


oe 


5 


tsa. fan! sf TsTsne 3 -* lee 


208 


8. Reena requirements (continued) 
6. Are those holding recognized college degrees exempt from the 
exemination? 
3. Is typewriting required? 
4. Psychological tests - what ones and how, if used at all? 
5. Personality fitness how judged? 
6. Other quelifications considered: experience in library work, allied werk; 
business; teaching; socisl work, etc 
7. Age 
8. Is physician's certificate of health required? 
9. Is there a tuition chargé? 
10. If so, how determined ard how much? 
11. Are non residents admitted? 
12. Are foreign born applicants admitted? 


13. Are negroes admitted? 


S. Recruiting - whet methods are used? 


< 


10. Number of students admitted to the class 


Moximum Minimum 
1. Are these determined by the number of applicants, power of library 


to absorb, equinment for recitation and prectice or @11 combined? 


12. Tow soon do you weed out the unfit? B: 


1. How is this done? 


ce : ? 
12. 1s a certificate given? Pass card used? 


gth of staff service reauired after training? 


fool 


ius 


-; Len 


i4, Grade of position given upon completion of covvr?? 


nie MEFS 


tices defeat a «x: 
OSLiiney Atfeet vy etesl't [p+on 


Fa pie: a ne fa ss | 
2 rifootn weet Bins: hayden atab wed 
: lp eid seins 
Phot iba siraotiqaa arod nations 
3 | oe: eee short ‘thotttabs seodgen ; 
hone ; ots hod a 2 aie bail wore 
‘ ‘Bast 2 ot oF hoottketbe ndintindeg a 
fem = + | 
VIsitl Ie sowey | adamantane & nied | jh cota 
Scasetigrs Ie tedian oft og hasémgeteh ogons 


3 “a3 . i f zi 


<b Eg Dips Mot Tapissy ert Frames eo .4 . cia : 


Sees. he a 


meee "Stintatt ywox¥ts 


Spee Ray « 
tt? 7 mse 8 
a ee 


Py = 


Torys he roidetenos: ret a8 


24a 


15. Limit of promotion,if anv? 

16. System of grading steff position used in library? 

17. Length of oourse in months? 
1. Total numbet of weeks of recitations? 
2. Total number of hours of recitations? 
3. Wheat is the length of the class hour if not 60 minutes? 
4. Total number of hours of practice? 
5. Total number of hours of study expected? 
6. How much of this study is supervised? (Give in hours) 
7. Are any vacations allowed; Christmas, holidoys, etc.? 

18.Curriculum 
The following list of subjects wes compiled from outlines of courses 

at hand. As each of these may be given from a specific point of view and 
as practically every treining cless has other subjects than those listed 
and in various combinations, courses of study with outlines, explanations, 
ete. ere requested. Does each subject have a separate final examination 
or ere these grouped to include more than one subject? Or is but one 


exominotion in library science required? If some ere gombined and others 
ealweys given scparately star those given separately snd indicate usual 


combinations for exemination purposes. 

Total number of hours of 
STB.ARCT RECITATION PREPARATION NOTES AND REMARKS 
Accessioning 


Administretion 
(What included) 


Alphabeting 
Annotations writing 
Binding 

Book selection 
Cataloging 


Community reletions 
(Local civics; etc) 


ri 
mi 
(et 


ip 


R ¥, 


Freie: 
hip My. 
Bien 


Mite 


UNIVERSITY OF ILLINOIS-URBANA 


IMA 


3 0112 072937870 


